654

The GreatDepression Begins

1929–1932

October 29, 1929• Stock market crashes

on Black Tuesday

1929• Remarque’s All Quiet on the

Western Front published

1930• Ras Tafari becomes

Emperor Haile Selassieof Ethiopia

1930• Grant Wood paints

American Gothic

Why It MattersProsperity in the United States seemed limitless before the Great Depression struck.

Overproduction and agricultural problems contributed to the economic catastrophe. PresidentHoover looked to voluntary business action and limited government relief as solutions, but these

efforts failed. Meanwhile, millions of Americans lost their jobs and life savings. Artists and writers depicted this suffering, and many people turned to lighthearted films to escape their

difficult lives.

The Impact TodayEvents of this period remain important.

• Hoover’s model of business-government cooperation is still influential.• John Steinbeck’s novel The Grapes of Wrath and Grant Wood’s painting American Gothic are

permanent artistic legacies.

The American Vision Video The Chapter 22 video, “Brother, Can You Spare a Dime?” chronicles Depression-era life in the United States.

▼

▲

June 1930• Hawley-Smoot Tariff

passed

▲▲

▼ ▼

1929 1930 1931

Hoover1929–1933

1931• Gandhi released from prison

in India, ending secondpassive resistance campaignagainst British rule

655

January 1932• Reconstruction Finance

Corporation created

1932• Drought sweeps

Great Plains

February 1932• Japan sets up puppet

government inManchukuo innorthern China

1932• Salazar becomes

premier of Portugal

HISTORY

Chapter OverviewVisit the American VisionWeb site at tav.glencoe.comand click on ChapterOverviews—Chapter 22 topreview chapter information.

Girls pump for water during a dust storm in Springfield, Colorado.

▲ ▲

▼▼

July 1932• Bonus Marchers

forced out ofWashington, D.C.

September 21, 1931• Britain abandons gold

standard

▲

October 1931• National Credit

Corporation created

▲

▼

1932 1933

F. Roosevelt1933–1945

http://tav.glencoe.com

In the years just after the 1929 stock market crash, Annetta Gibson taught English in aRockford, Illinois, grade school. As a teacher, Gibson was lucky because she was at leastable to keep her job, unlike many other American workers.

“Everyone knew that the teachers’ salaries were being held up. . . . The storescharged anything we wanted, and we’d pay them when we got paid, so it wasn’t too bad.

The one thing that was bad was that we had worked hard at school to get the childrento save. . . . The children would bring, oh, maybe just a few pennies that they would putin their banks. Some of them had nice little bank accounts when the Depression hit, andsome of them never got their money back. It wasn’t too good a lesson . . . because theythought they might as well spend their money as save it and then have it gone.”

—quoted in Centenarians: The Story of the Twentieth Century by the Americans Who Lived It

November 1928Herbert Hooverelected president

656 CHAPTER 22 The Great Depression Begins

✦ September 1929 ✦ July 1930

The Election of 1928The economic collapse that began in 1929 had seemed unimaginable only a year ear-

lier. In the election of 1928, the presidential candidates vied with each other to paint arosy picture of the future. Republican Herbert Hoover declared, “We are nearer to thefinal triumph over poverty than ever before in the history of any land.”

Causes of theDepression

Main IdeaInflated stock prices, overproduction, hightariffs, and mistakes by the FederalReserve led to the Great Depression.

Key Terms and NamesAlfred E. Smith, stock market, bull market,margin, margin call, speculation, BlackTuesday, installment, Hawley-SmootTariff

Reading StrategyCategorizing As you read about theelection of 1928, complete a graphicorganizer similar to the one below comparing the backgrounds and issues of the presidential candidates.

Reading Objectives• Describe the characteristics of the

1920s stock market.• Identify the causes of the Great

Depression.

Section ThemeEconomic Factors The Great Depressionwas caused by a combination of variouseconomic problems and governmentpolicies.

October 24, 1929Stocks fall duringBlack Thursday

October 29, 1929Black Tuesday stockmarket crash

June 1930Congress passesHawley-Smoot Tariff

1928 Presidential Campaign

Candidate Background Issues

Bank run

✦ November 1928

The Candidates When Calvin Coolidge decided notto run for president in 1928, he cleared the way forHerbert Hoover to head the Republican ticket. A suc-cessful engineer and former head of the FoodAdministration during World War I, Hoover had spenteight years as secretary of commerce in the Hardingand Coolidge administrations. The Democrats choseAlfred E. Smith, four-time governor of New York.Smith was an Irish American from New York’s LowerEast Side and the first Roman Catholic ever nominatedto run for president.

Campaign Issues By 1928 Prohibition had become amajor issue among voters. Because he favored theban on liquor sales, Hoover was considered a “dry”in the popular language of the day. Smith, who dis-liked the ban, was a “wet.”

The candidates’ religious differences sparked asmear campaign against Smith. Many Protestantswere willing to believe that the Catholic Churchfinanced the Democratic Party and would rule theUnited States if Smith got into the White House.These slurs embarrassed Hoover, a Quaker, and hetried to quash them, but the charges seriously dam-aged Smith’s candidacy.

Smith’s biggest problem, however, was the pros-perity of the 1920s, for which the Republicans tookfull credit. Republican candidates promised to con-tinue the trend with such slogans as “two cars inevery garage.” Hoover received over 6 million morevotes than Smith and won the Electoral College in alandslide, 444 to 87.

On March 4, 1929, an audience of 50,000 stood inthe rain to hear Hoover’s inaugural speech. Soundmovie cameras covered the inauguration for the firsttime and radios broadcast the address worldwide. “Ihave no fears for the future of our country,” Hooversaid. “It is bright with hope.”

Examining What campaign issuesled to Herbert Hoover’s election to the presidency?

The Long Bull MarketThe wave of optimism that swept Hoover into the

White House also drove stock prices to new highs. Thestock market was established as a system for buyingand selling shares of companies. Sometimes circum-stances in the stock market lead to a long period of ris-ing stock prices, which is known as a bull market. Inthe late 1920s a prolonged bull market convincedmany Americans to invest heavily in stocks. By 1929between 3 and 4 million Americans, or roughly 10 per-cent of households, owned stocks.

As the market continued to soar, many investorsbegan buying stocks on margin, meaning they madeonly a small cash down payment—as low as 10 per-cent of the price. With $1,000 an investor could buy$10,000 worth of stock. The other $9,000 would comeas a loan from a stockbroker, who earned both a com-mission on the sale and interest on the loan. The bro-ker held the stock as collateral.

As long as stock prices kept rising, buying on mar-gin was safe. For example, an investor who borrowedmoney to buy $10,000 worth of stocks had to wait onlya short time for them to rise to $11,000 in value. Theinvestor could then sell the stock, repay the loan, andmake $1,000 in profit. The problem came if the stockprice began to fall. To protect the loan, a broker couldissue a margin call, demanding the investor repay theloan at once. As a result, many investors were verysensitive to any fall in stock prices. If prices fell, theyhad to sell quickly, or they might not be able to repaytheir loans.

Before the late 1920s, the prices investors paid forstocks had generally reflected the stocks’ true value. Ifa company made a profit or had good future salesprospects, its stock price rose, while a drop in earningsor an aging product line could send the price down. Inthe late 1920s, however, hordes of new investors bidprices up without regard to a company’s earnings andprofits. Buyers, hoping to make a fortune overnight,engaged in speculation. Instead of investing in thefuture of the companies whose shares they bought,

Reading Check

Herbert Hoover The nation and its new president felt confident about thefuture in early 1929. Why were Americans so optimistic?

History

The Great Depression

speculators took risks, betting that the market wouldcontinue to climb, thus enabling them to sell the stockand make money quickly.

Summarizing What was the stockmarket like in the 1920s?

The Great CrashThe bull market lasted only as long as investors

continued putting new money into it. By the latterhalf of 1929, the market was running out of new cus-tomers. In September professional investors senseddanger and began to sell off their holdings. Pricesslipped. Other investors sold shares to pay the inter-est on their brokerage loans. Prices fell further.

TURNING POINT

Crash! On Monday, October 21, Groucho Marx, thecomic star of stage and screen, was awakened by atelephone call from his broker. “You’d better get

down here with some cash to cover your margin,”the broker said. The stock market had plunged. Thedazed comedian had to pay back the money he hadborrowed to buy stocks, which were now selling forfar less than he had paid.

Other brokers made similar margin calls.Frightened customers put their stocks up for sale at afrenzied pace, driving the market into a tailspin.When Marx arrived at the brokerage, he found tickertape “knee-deep on the floor.” He further recalled,“People were shouting orders to sell and others werefrantically scribbling checks in vain efforts to savetheir original investments.”

On October 24, a day that came to be called BlackThursday, the market plummeted further. Marx waswiped out. He had earned a small fortune from playsand films, and now it was gone in the blink of an eye.Like many other investors, he was deeply in debt.Arthur Marx recalled his father’s final visit to thebrokerage, as Groucho looked around and spottedhis broker:

“He was sitting in front of the now-stilled ticker-tape machine, with his head buried in his hands.Ticker tape was strewn around him on the floor, and

Reading Check

658 CHAPTER 22 The Great Depression Begins

Price

per

Sha

re

1920 1922 1924 1926 1928 1930 1932

0

$50

$100

$150

$200

$250

$300

$350

Dow-Jones Industrial Averages

Stock Prices, 1920–1932

Source: Standard and Poor’s Security Price Index Record.

Annual highAnnual low

1. Interpreting Graphs Stock prices peaked in 1929.Before this peak, when did they begin to rise sharply?

2. Making Generalizations How did the decline in autosales affect many other industries?

• Overproduction and low demand leads to employee layoffs

• Low wages reduce consumerbuying power

• High tariffs restrict foreigndemand for American goods

• Unemployment reduces buyingpower further

Causes

Cyclical Effect

Automobile sales declined.This loss of demand meant less demand for:

OilTextiles

RubberSteel

Industryslowed,

which caused:

Lower wages

Unemployment

Which helpedcontribute further to . . .

the place . . . looked as if it hadn’t been swept out ina week. Groucho tapped [him] on the shoulder andsaid, ‘Aren’t you the fellow who said nothing could gowrong?’ ‘I guess I made a mistake,’ the broker wearilyreplied. ‘No, I’m the one who made a mistake,’snapped Groucho. ‘I listened to you.’”

—quoted in 1929: The Year of the Great Crash

The following week, on October 29, a day laterdubbed Black Tuesday, prices took the steepest diveyet. That day stocks lost $10 to $15 billion in value.

By mid-November stock prices had dropped by overone-third. Some $30 billion was lost, a sum roughlyequal to the total wages earned by Americans in 1929.The stock market crash was not the major cause of theGreat Depression, but it undermined the economy’sability to hold out against its other weaknesses.

Banks in a Tailspin The market crash severelyweakened the nation’s banks in two ways. First, manybanks had lent money to stock speculators. Second,many banks had invested depositors’ money in thestock market, hoping for higher returns than theycould get by using the money for conventional loans.

When stock values collapsed, the banks lostmoney on their investments, and the speculatorsdefaulted on their loans. Having suffered seriouslosses, many banks cut back drastically on the loansthey made. With less credit available, consumers andbusinesses were unable to borrow as much money asthey had previously. This helped to put the economyinto a recession.

For some banks, the losses they suffered in thecrash were more than they could absorb, and theywere forced to close. At that time, the governmentdid not insure bank deposits; therefore, if a bank col-lapsed, customers lost their savings. The bank fail-ures in 1929 and early 1930 triggered a crisis ofconfidence in the banking system.

News of bank failures worried many Americans.They began to make runs on the nation’s banks, caus-ing the banks to collapse. A bank run takes placewhen many depositors decide to withdraw theirmoney at one time, usually for fear the bank is goingto collapse.

Most banks make a profit by lending moneyreceived from depositors and collecting interest onthe loans. The bank holds on to only a fraction ofthe depositors’ money to cover everyday business,such as occasional withdrawals. Ordinarily thatreserve is enough to meet the bank’s needs, but iftoo many people withdraw their money, the bankwill eventually collapse. During the first two years

of the Depression, more than 3,000 banks—over 10percent of the nation’s total—were forced to close.

Evaluating How did bank failurescontribute to the Great Depression?

The Roots of the Great DepressionThe stock market crash helped put the economy

into a recession. Yet the crash would not have led to along-lasting depression if other forces had not beenat work. The roots of the Great Depression weredeeply entangled in the economy of the 1920s.

The Uneven Distribution of Income Most econo-mists agree that overproduction was a key cause ofthe Depression. More efficient machinery increasedthe production capacity of both factories and farms.

Most Americans did not earn enough to buy upthe flood of goods they helped produce. While man-ufacturing output per person-hour rose 32 percent,the average worker’s wage increased only 8 percent.In 1929 the top 5 percent of all American householdsearned 30 percent of the nation’s income. By contrast,about two-thirds of families earned less than $2,500 ayear, leaving them little expendable income.

Reading Check

Wall Street Panic This painting shows the confusion and chaos surroundingthe American financial industry in October 1929. How does the artist depict asense of disorder?

History

During the 1920s many Americans bought high-cost items, such as refrigerators and cars, on theinstallment plan, under which they would make asmall down payment and pay the rest in monthlyinstallments. Some buyers reached a point wherepaying off their debts forced them to reduce otherpurchases. This low consumption then led manufac-turers to cut production and lay off employees.

The slowdown in retail manufacturing had reper-cussions throughout the economy. When radio salesslumped, for example, makers cut back on their ordersfor copper wire, wood cabinets, and glass radio tubes.Montana copper miners, Minnesota lumberjacks, andOhio glassworkers, in turn, lost their jobs. Joblessworkers had to cut back purchases, further reducingsales. This kind of chain reaction put more and moreAmericans out of work.

The Loss of Export Sales Many jobs might have beensaved if American manufacturers had sold more goodsabroad. As the bull market of the 1920s accelerated,U.S. banks made high-interest loans to stock specula-tors instead of lending money to foreign companies.Without these loans from U.S. banks, foreign compa-nies purchased fewer products from American manu-facturers.

Matters grew worse after June 1930, whenCongress passed the Hawley-Smoot Tariff raisingthe average tariff rate to the highest level inAmerican history. Rates went up on more than 900manufactured items. The Hawley-Smoot Tariff aimedto protect American manufacturers from foreigncompetition, but it damaged American sales abroad.Because imports now cost much more, Americansbought fewer of them. Foreign countries respondedby raising their own tariffs against American prod-ucts, and this caused fewer American products to besold overseas. In 1932 U.S. exports fell to about one-fifth of what they had been in 1929, which hurt bothAmerican companies and farmers.

Mistakes by the Federal Reserve Just as con-sumers were able to buy more goods on credit, accessto easy money propelled the stock market. Instead ofraising interest rates to curb excessive speculation,the Federal Reserve Board kept its rates very lowthroughout the 1920s.

The Board’s failure to raise interest rates signifi-cantly helped cause the Depression in two ways. First,by keeping rates low, it encouraged member banks tomake risky loans. Second, its low interest rates ledbusiness leaders to think the economy was stillexpanding. As a result, they borrowed more money toexpand production, a serious mistake because it led tooverproduction when sales were falling. When theDepression finally hit, companies had to lay off work-ers to cut costs. Then the Fed made another mistake. Itraised interest rates, tightening credit. The economycontinued to spiral downward.

Examining How did the decline inworldwide trade contribute to the Depression?

Reading Check

Writing About History

Checking for Understanding1. Define: stock market, bull market,

margin, margin call, speculation,installment.

2. Identify: Alfred E. Smith, BlackTuesday, Hawley-Smoot Tariff.

3. Explain the significance of the year1929.

Reviewing Themes4. Economic Factors How did the prac-

tices of buying on margin and specula-tion cause the stock market to rise?

Critical Thinking5. Determining Cause and Effect Why

did the stock market crash cause banksto fail?

6. Organizing Use a graphic organizersimilar to the one below to list thecauses of the Great Depression.

Analyzing Visuals7. Analyzing Graphs Study the graphs

on page 658. Note that decreaseddemand for automobiles ultimately ledto layoffs. These layoffs furtherdecreased the demand for automobiles.What do you think might have endedthis cycle?

8. Expository Writing Write an article for a financial magazine explaining therapid decline of the stock market in 1929 and the reasons for the BlackTuesday crash.

Great Depression

Causes

Newspaper headline the dayafter Black Tuesday

1930Grant Wood paintsAmerican Gothic

✦ 1940

The Depression WorsensIn 1930, 1,352 banks suspended operations across the nation, more than twice the num-

ber of bank failures in 1929. The Depression grew steadily worse during Hoover’s admin-istration. By 1933 more than 9,000 banks had failed. In 1932 alone some 30,000 companies

A young girl with the unusual name of Dynamite Garland was living with her family inCleveland, Ohio, in the 1930s when her father, a railroad worker, lost his job. Unable toafford rent, they gave up their home and moved into a two-car garage.

The hardest aspect of living in a garage was getting through the frigid winters. “We would sleep with rugs and blankets over the top of us,” Garland later recalled. “In the morningwe’d . . . get some snow and put it on the stove and melt it and wash ’round our faces.” WhenGarland’s father found a part-time job in a Chinese restaurant, the family “lived on those fried noodles.”

On Sundays the family looked at houses for sale. “That was a recreation during theDepression,” said Garland. “You’d go and see where you’d put this and where you could putthat, and this is gonna be my room.” In this way, the family tried to focus on better times.Movies and radio programs also provided a brief escape from their troubles, but the struggleto survive left little room for pleasure.

—adapted from Hard Times

Life During theDepression

Main Idea Many people were impoverished duringthe Great Depression, but some foundways to cope with the hard times.

Key Terms and Namesbailiff, shantytown, Hooverville, hobo,Dust Bowl, Walt Disney, soap opera,Grant Wood, John Steinbeck, WilliamFaulkner

Reading StrategyTaking Notes As you read about life inthe United States during the GreatDepression, use the major headings ofthe section to create an outline similar tothe one below.

Reading Objectives• Describe how the Great Depression

affected American families.• Discuss how artists portrayed the

effects of the Depression.

Section ThemeCulture and Traditions Radio andmotion pictures provided ways to escapethe worries that plagued people duringthe Depression’s early years.

1932Drought sweepsGreat Plains

1934Dust storms destroy300 million acres

1937Walt Disney releases SnowWhite and the Seven Dwarfs

1939Popular musical TheWizard of Oz released

CHAPTER 22 The Great Depression Begins 661

An unemployed manadvertising his skills

Life During the DepressionI. The Depression Worsens

A.B.C.

II.

✦ 1935✦ 1930

went out of business. By 1933 more than 12 millionworkers were unemployed—about one-fourth of theworkforce. Average family income dropped from$2,300 in 1929 to $1,600 just three years later.

Lining Up at Soup Kitchens People without jobsoften went hungry. Whenever possible they joinedbread lines to receive a free handout of food or linedup outside soup kitchens, which private charities setup to give poor people a meal.

Peggy Terry, a young girl in Oklahoma City duringthe Depression, later told an interviewer how each dayafter school, her mother sent her to the soup kitchen:

“If you happened to be one of the first ones in line,you didn’t get anything but water that was on top. Sowe’d ask the guy that was ladling out soup into thebuckets—everybody had to bring their own bucket toget the soup—he’d dip the greasy, watery stuff offthe top. So we’d ask him to please dip down to getsome meat and potatoes from the bottom of the kettle. But he wouldn’t do it.”

—quoted in Hard Times

Living in Makeshift Villages Families or individu-als who could not pay their rent or mortgage losttheir homes. Some of them, paralyzed by fear andhumiliation over their sudden misfortune, simplywould not or could not move. Their landlord wouldthen ask the court for an eviction notice. Court offi-cers called bailiffs then ejected the nonpaying ten-ants, piling their belongings in the street.

Throughout the country, newly homeless peopleput up shacks on unused or public lands, formingcommunities called shantytowns. Blaming the presi-dent for their plight, people referred to such places asHoovervilles.

In search of work or a better life, many homelessand unemployed Americans began to wanderaround the country, walking, hitchhiking, or, mostoften, “riding the rails.” These wanderers, calledhobos, would sneak past railroad police to slip intoopen boxcars on freight trains for a ride to some-where else. They camped in “hobo jungles,” usuallysituated near rail yards. Hundreds of thousands ofpeople, mostly boys and young men, wandered fromplace to place in this fashion.

662 CHAPTER 22 The Great Depression Begins

IMAGE OF AN ERA Lasting a decade, the GreatDepression deprived manyAmericans of jobs, land, andlivelihoods. Plummeting cropprices and farms witheringunder drought and dust clouds forced many families to take to the road in search of work, often with little suc-cess. Dismayed by scenes of destitution and homelessness,photographer Dorothea Langejoined the ResettlementAdministration in 1935.In 1936 in rural Nipomo,California, Lange photographedthis “Migrant Mother,” a 32-year-old woman with sevenchildren. She had just sold hercar tires to buy food.

MOMENTinHISTORY

GEOGRAPHY

The Dust Bowl Farmers soon faced a new disaster.Since the beginnings of homesteading on the GreatPlains, farmers had gambled with nature. Theirplows had uprooted the wild grasses that held thesoil’s moisture. The new settlers then blanketed theregion with wheat fields.

When crop prices dropped in the 1920s, however,Midwestern farmers left many of their fields unculti-vated. Then, beginning in 1932, a terrible droughtstruck the Great Plains. With neither grass nor wheatto hold the scant rainfall, the soil dried to dust. Fromthe Dakotas to Texas, America’s pastures and wheatfields became a vast “Dust Bowl.”

Winds whipped the arid earth, blowing it aloftand blackening the sky for hundreds of miles. Whenthe dust settled, it buried crops and livestock andpiled up against farmhouses like snow. No matterhow carefully farm families sealed their homes, dustcovered everything in the house. As the drought per-sisted, the number of yearly dust storms grew, from22 in 1934 to 72 in 1937.

Some Midwestern and Great Plains farmers man-aged to hold on to their land, but many had no chance.If their withered fields were mortgaged, they had to

turn them over to thebanks. Then, nearly penni-less, many families packedtheir belongings into oldcars or trucks and headedwest, hoping for a better lifein California. Since manymigrants were from Okla-homa, they became knownas “Okies.” In California,they lived in makeshiftroadside camps andremained homeless andimpoverished.

Explaining What chain of eventsturned the once-fertile Great Plains into the Dust Bowl?

Escaping the DepressionDespite the devastatingly hard times, Americans

could escape—if only for an hour or two—throughentertainment. Most people could scrape togetherthe money to go to the movies, or they could sit withtheir families and listen to one of the many radio pro-grams broadcast across the country.

Reading Check

Student WebActivity Visit theAmerican Vision Website at tav.glencoe.comand click on StudentWeb Activities—Chapter 22 for anactivity on the GreatDepression.

HISTORY

N

SE

W

500 kilometers0

500 miles0

Lambert Azimuthal Equal-Area projection 90°W120°W

30°N

40°N

Central Valley

PaCIFICOCEaN

Gulf ofMexico

CALIF.NEV.

IDAHO

MONT.

WYO.

COLO.

ARIZ. N. MEX.

TEXAS

OKLA.

KANS.

NEBR.

S. DAK.

N. DAK.

MINN.

WIS.

IOWA

MO.

ILL.

ARK.

LA.

MISS. ALA.

TENN.

KY.

IND.

MICH.

UTAH

OHIO

GA.

S.C.

N.C.

VA.W

VA.

Los Angeles

Bakersfield

Fresno

Flagstaff

GrandJunction

Denver

Santa Fe

Albuquerque

Houston

Dallas

Oklahoma CityTulsa

Kansas City

Omaha

Minneapolis

Fargo

State with population loss, 1930–1940Area with severe loss of topsoil

Area with moderate loss of topsoil

Movement of people

Destination of Dust Bowl emigrants

The Dust Bowl, 1930s

Okies escaping theDust Bowl

1. Interpreting Maps Which states lostpopulation in the 1930s?

2. Applying Geography Skills Why didmost of the routes shown on the maplead to cities?

http://tav.glencoe.com

The Hollywood Fantasy Factory Ordinary citizensoften went to the movies to see people who were rich,happy, and successful. The 60 to 90 million weeklyviewers walked into a fantasy world of thrills andromance. Comical screenplays offered a welcomerelease from daily worries. Groucho Marx wise-cracked while his brothers’ antics provoked hilarityin such films as Animal Crackers.

Many European actors, writers, and directors, flee-ing economic hardship and the threat of dictator-ships, went to Hollywood in the 1920s and 1930s.Two European women emerged as superstars.Germany’s Marlene Dietrich portrayed a range ofroles with subtlety. Swedish actress Greta Garbooften played a doomed beauty, direct and unhesitat-ing in her speech and actions.

Moviegoers also loved cartoons. Walt Disneyproduced the first feature-length animated film,Snow White and the Seven Dwarfs, in 1937. Its boxoffice appeal may have spurred MGM two years laterto produce The Wizard of Oz, a colorful musical thatlifted viewers’ spirits.

Even when films focused on serious subjects, theyusually contained a note of optimism. In Mr. SmithGoes to Washington, James Stewart plays a naïveyouth leader who becomes a senator. He dramati-cally exposes the corruption of some of his colleagues

and calls upon his fellow senators to see theAmerican political system as the peak of “whatman’s carved out for himself after centuries of fight-ing for something better than just jungle law.”

Gone with the Wind, an elaborately costumed filmnearly four hours long, topped the Depression-eraepics. Its heroine, Scarlett O’Hara, played by Britishactress Vivien Leigh, struggles to maintain her life ona Georgia plantation during and after the Civil War.Romance enters as Clark Gable, playing the master-ful Rhett Butler, woos Scarlett. Audiences foundinspiration in Scarlett’s unassailable will to survive.

On the Air While movie drama captured the imagina-tion, radio offered entertainment on a more personallevel. People listened to the radio every day, gatheringaround the big wooden box in the living room. It couldhave been the voice of the president or a newscasterthat held their attention. More often it was the comedyof Jack Benny or George Burns and Gracie Allen, or theadventures of a hero like the Green Hornet.

One of the most popular heroes was the LoneRanger, who fought injustice in the Old West with thehelp of his “faithful Indian companion,” Tonto. Thelistener needed only to picture the hero with a blackmask hiding his identity, as he fired a silver bullet toknock a gun from an outlaw’s hand.

Daytime radio dramas carried their stories overfrom day to day. Programs such as The Guiding Lightdepicted middle-class families confronting illness,conflict, and other problems. These short dramasallowed listeners to escape into a world more excit-ing than their own. The shows’ sponsors were oftenmakers of laundry soaps, so the shows were nick-named soap operas.

While the Depression tore at the fabric of manytowns, radio created a new type of community. Evenstrangers found common ground in discussing thelives of radio characters.

Evaluating What movies and radioshows entertained Americans during the Depression?

The Depression in ArtArt and literature also flourished in the harsh

and emotional 1930s. The homeless and unem-ployed became the subject of pictures and stories asartists and writers tried to portray life around them.

Thomas Hart Benton and Grant Wood led theregionalist school, which emphasized traditionalAmerican values, especially those of the ruralMidwest and South. Wood’s most famous painting,

Reading Check

Hobo Signs The hundreds of thousands of hoboswho roamed the country developed intricate symbolsthat they wrote on trees, fences, or buildings to warnor inform other hobos. Many became a part ofAmerican folklore.

(a closed eye) This community is indifferenttoward hobos.

(an open eye) The authorities here are alert;be careful.

This is a dangerous neighborhood.

Fresh water and a safe campsite.

This is dangerous drinking water.

This is a good place for a handout.

You may sleep in the hayloft here.

Source: Hobo Signs.

664 CHAPTER 22 The Great Depression Begins

Writing About History

CHAPTER 22 The Great Depression Begins 665

Checking for Understanding1. Define: bailiff, shantytown, Hooverville,

hobo, Dust Bowl, soap opera.2. Identify: Walt Disney, Grant Wood,

John Steinbeck, William Faulkner.3. Explain what caused the Dust Bowl

conditions on the Great Plains.

Reviewing Themes4. Culture and Traditions In what ways

did people seek to forget about theDepression?

Critical Thinking5. Making Inferences Why do you think

Life magazine was so popular duringthe 1930s?

6. Organizing Use a graphic organizer tolist the effects of the Great Depression.

Analyzing Visuals7. Analyzing Photos Study the photo-

graph on page 662. Think of threeadjectives that you would use todescribe the people in the photograph.Using these adjectives, write a para-graph describing the family pictured.

8. Descriptive Writing Imagine that youare living during the Great Depression.Write a journal entry describing a dayin your life.

American Gothic, portrays a stern farmerand his daughter in front of their hum-ble farmhouse. The portrait pays trib-ute to no-nonsense Midwesternerswhile at the same time gently makingfun of their severity.

Novelists such as John Steinbeckadded flesh and blood to journalists’reports of poverty and misfortune.Their writing evoked both sympathyfor their characters and indignation atsocial injustice. In The Grapes of Wrath,published in 1939, Steinbeck tells thestory of an Oklahoma family fleeingthe Dust Bowl to find a new life inCalifornia. Steinbeck had seen first-hand the plight of migrant farm fami-lies uprooted by the Dust Bowl. Aftervisiting camps of these families, hegained a better understanding of theirfears. In his novel, he described these “people inflight” along Route 66. Inside one old jalopy sat themembers of a family, worrying:

“There goes a gasket. Got to go on. Find a niceplace to camp. . . . The food’s getting low, themoney’s getting low. When we can’t buy no moregas—what then? Danny in the back seat wants a cupa water. Little fella’s thirsty.”

—from The Grapes of Wrath

Other novelists of this time influenced literarystyle itself. In The Sound and the Fury, for example,author William Faulkner shows what his charactersare thinking and feeling before they speak. Using thisstream of consciousness technique, he exposes hid-den attitudes of Southern whites and African

Americans in a fictional Mississippi county. AnotherSouthern writer, Thomas Wolfe, used the facts of hisown life to examine the theme of artistic creation insuch powerful novels as Look Homeward Angel.

While the written word remained powerful, theprinted image was growing in influence. Magazinephotographers roamed the nation armed with thenew 35-millimeter cameras, seeking new subjects.Photojournalist Margaret Bourke-White’s strikingpictures, displayed in Fortune magazine, showed theravages of drought. In 1936 Time magazine publisher Henry Luce introduced Life, a weekly pho-tojournalism magazine that enjoyed instant success.

Examining What subjects didartists, photographers, and writers concentrate on during the 1930s?

Reading Check

Effects of the Great Depression

i n H i s t o r yDorothea Lange 1895–1965

Before she had ever used a camera,Dorothea Lange knew she wanted to bea photographer. After finishing highschool, she took a photography coursein New York, then traveled around theworld. Lange earned her keep by takingand selling photos. Her trip ended inSan Francisco.

In San Francisco, Lange photo-graphed homeless people and uncov-ered the desperation of her subjects.One day, while driving throughCalifornia’s Central Valley, Langenoticed a sign: “Pea-Pickers Camp.”On impulse, she stopped. Sheapproached a woman and her children

gazing listlessly outof a tattered tent.Lange took five pictures while themother “sat in thatlean-to tent withher children huddled around her, andseemed to know that my picturesmight help her, and so she helped me.”

In the mid-1930s, Lange traveledthrough the Dust Bowl states, capturingthe ravages of dust storms. When theimages were reproduced in a best-selling book, American Exodus, thestate of California created camps toshelter migrant workers.

Lake Mohave

Callville

L AK E

BoulderCity

93

95

SentinelIsland

BoulderIslands

Boulder

Fortification Hill

EL DORADOM

OUNTAIN

S

Black CanyonB L A C K

MO

UN

T AI N

S

3718 ft. (1133 m)

HOOVERDAM

to Flagstaff

ARIZONA

NEVADA

ARIZONA

NEVADA

Power line

N

SW

E

Geography&History

THE FLOW OF ELECTRICITYToday Hoover Dam generates more than 4 billion kilowatt-hoursof electricity per year—enough to keep machines humming andlights burning for over a million people. More than half of thatelectricity is sent to California; the remainder goes to Nevada andArizona (see inset map).

LakePowell

LakeMead

Colora

doRi

ver

Hoover Dam

N E V A D A

A R I Z O N A

CA

LI

FO

R

NI

A

Los Angeles

LasVegas

E

WN

S

666 CHAPTER 22 The Great Depression Begins

Las Vegas Bay

SwallowBay

Bay

M E AD

Henderson582

515

SaddleIsland

Beach

McCullough Range

River Mountains

toLas Vegas

Aqueduc

t

LEARNING FROM GEOGRAPHY1. Why did the federal government

decide to dam the Colorado River?

2. Why did engineers choose theBlack Canyon site?

temperatures climbed higher than120 degrees in the canyon, and eventhose who worked at night had toendure temperatures of more than 85 degrees. Still, the project was completed in less than five years.Lake Mead, the 115-mile-long reser-voir created by the dam, is largeenough to hold two years’ worth ofthe average flow of the ColoradoRiver—enough to cover the entirestate of New York with one foot ofwater. The benefits to the Southwestwere immense. Hoover Dam createdmuch-needed employment. It alsoprovided a regular supply of water,irrigating over a million acres of rich agricultural land and producinghydroelectric power, which hasallowed Southwestern cities to grow.

American farmers and settlers in the low-lyingvalleys of southernCalifornia and southwest-ern Arizona have been tap-

ping the waters of the Colorado Riverfor more than a century. Thanks toirrigation canals, the parched desertvalleys became year-round gardensthat provided fruit and vegetables for the nation. At times, however, theunpredictable river would decrease to a trickle. Other times, it became araging torrent, destroying all in itspath.The federal government decidedto dam the Colorado to control it.In 1931 construction began in BlackCanyon, whose high rock walls madeit an ideal site. Here, on the borderbetween Arizona and Nevada, wouldrise one of the most ambitious engi-neering projects the world had everseen: the Hoover Dam.

Named after President HerbertHoover, the dam was built in the mid-dle of a forbidding desert. Everythinghad to be imported, including labor.There was no shortage of candidates.The country was in the grips of the Great Depression; thousands ofunemployed workers flocked to theremote canyon.To accommodatethem, an entire town was built—Boulder City, Nevada.

The new arrivals faced brutal conditions. Men worked in threeshifts around the clock. Summer

Suspended on ropes, “high scalers” armed withdynamite and jackhammers prepare the walls ofBlack Canyon to take the concrete of Hoover Dam.Such work was hazardous. Twenty-four workersfell to their deaths during construction of the dam.

Hoover Dam, a major supplierof hydroelectric power, is morethan 700 feet (213 m) tall andcontains about 4,360,000cubic yards of concrete—enough for a two-lane highwayfrom Los Angeles to Boston.

State boundaryAqueductRoadPower lineUrban area

Scale varies in this perspective

Hoover Dam and Environs

Hoover Dam

667

October 1931National CreditCorporation created

668 CHAPTER 22 The Great Depression Begins

✦ 1933

Promoting RecoveryOn Friday, October 25, the day after Black Thursday, President Hoover issued a state-

ment assuring the nation that industry was “on a sound and prosperous basis.” InMarch 1930 he told the public that “the worst effects of the crash . . . will have passedduring the next 60 days.” Critics derided his optimism as conditions worsened. Hoover,

In December 1929, Mayor Joseph Heffernan of Youngstown, Ohio, listened impa-tiently to fellow public officials assembled in the Cleveland Chamber of Commerce hall.He had been called to one of a series of conferences on unemployment that PresidentHoover had arranged. At the conference, Heffernan grew restless as he listened to theother speakers. He felt that it would take too long to pass their confident proposals forending unemployment, and by that time, it would be too late to prevent a depression. He asked the other conference members, “Why not tell people the truth?”

Youngstown business leaders criticized Heffernan for trying to tell his constituentshow bad the economic outlook was. Heffernan later recalled that one of them said tohim, “Don’t emphasize hard times and everything will be all right.”

The man who rebuked Mayor Heffernan expressed what many, including PresidentHoover himself, believed in late 1929: The country merely needed to regain its confidence. As the crisis worsened, Hoover took steps to help the economy recover, but only within the limits of his philosophy of government.

—adapted from The Great Depression

Hoover Responds

Main Idea President Hoover’s philosophy of government guided his response to the Depression.

Key Terms and Namespublic works, Reconstruction FinanceCorporation, relief, foreclose, BonusArmy

Reading StrategyCategorizing As you read aboutHoover’s response to the Depression,complete a graphic organizer by listinghis major initiatives and their results.

Reading Objectives• Evaluate President Hoover’s attempts

to revive the economy.• Analyze the limitations of Hoover’s

recovery plans.

Section ThemeGroups and Institutions PresidentHoover began using new governmentagencies to improve the nation’s slump-ing economy.

✦ 1931

January 1932Congress approves ReconstructionFinance Corporation

July 1932Congress passes Emergency Relief and ConstructionAct; soldiers rout the Bonus Marchers

Major Recovery Plans

Results Results Results

✦ 1932

Joseph Heffernan

however, hoped to downplay the public’s fears. Hewanted to avoid more bank runs and layoffs by urg-ing consumers and business leaders to become morerational in their decision making.

Voluntary Efforts and Public Works Despite hissoothing words, Hoover was seriously worried aboutthe economy. He organized a series of conferences,bringing together the heads of banks, railroads, andother big businesses, as well as labor and govern-ment officials.

He won a pledge from industry to keep factoriesopen and to stop slashing wages. By 1931, however,business leaders had abandoned those pledges.Hoover’s next step was to increase public works—government-financed building projects. The result-ing construction jobs could replace some of those lost

in the private sector. He urged governors and mayorsthroughout the nation to increase public worksspending.

Hoover’s actions did spur construction increases,but the effort made up for only a small fraction ofthe jobs lost in the private sector. The only way thegovernment could create enough new jobs would beto massively increase government spending, whichHoover refused to do.

The problem was that someone had to pay for pub-lic works projects. If the government raised taxes topay for them, it would take money away from con-sumers and hurt businesses that were already strug-gling. If the government decided to keep taxes low andrun a budget deficit instead—spending more moneythan it collected in taxes—it would have to borrow themoney from banks. If the government did this, less

What Should the Government’sRole in the Economy Be?

The government’s role in the economy was an importantissue in the 1932 presidential election, when the country was in the throes of the Depression. President Herbert Hooverexplained, in a 1928 speech why a limited government rolewas best, while President Franklin Roosevelt argued in hisinaugural address in 1933 that an expanded government rolewas necessary.

from Roosevelt’s Inaugural Address, 1933

“Our greatest primary task is to put people to work. This is nounsolvable problem if we face it wisely and courageously. It canbe accomplished in part by direct recruiting by the Governmentitself, treating the task as we would treat the emergency of a war,but at the same time, through this employment, accomplishinggreatly needed projects to stimulate and reorganize the use of ournatural resources.

. . . The task can be helped . . . by national planning for andsupervision of all forms of transportation and of communicationsand other utilities which have a definitely public character. Thereare many ways in which it can be helped, but it can never behelped merely by talking about it. We must act and act quickly.

. . . We now realize as we have never realized before ourinterdependence on each other; . . . that if we are to go forward,we must move as a trained and loyal army willing to sacrifice forthe good of a common discipline.”

from Hoover’s Madison Square Garden Address, 1928

“During one hundred and fifty years we have built up aform of self-government and a social system which ispeculiarly our own. . . . It is founded upon a particularconception of self-government in which decentralized localresponsibility is the very base. . . .

During the war we necessarily turned to the govern-ment to solve every difficult economic problem. . . .However justified in time of war, if continued in peacetimeit would destroy . . . our progress and freedom. . . . Theacceptance of these ideas would have meant the destruc-tion of self-government through centralization of govern-ment. It would have meant the undermining of theindividual initiative and enterprise through which our people have grown to unparalleled greatness.”

Learning From History1. Analyzing Arguments What did

Hoover fear would happen if gov-ernment programs started duringWorld War I were continued afterthe war?

2. Making Inferences Do you thinkRoosevelt would have agreed withHoover’s assessment of the govern-ment’s role during World War I?Why or why not?

money would be available for businesses that wantedto expand and for consumers who wanted mortgagesor other loans. Hoover feared that deficit spendingwould actually delay an economic recovery.

The Midterm Election As the congressional electionsof 1930 approached, most Americans felt that worsen-ing unemployment posed a grave threat to their well-being. Citizens blamed the party in power for thestumbling economy. The Republicans lost 49 seats andtheir majority in the House of Representatives; theyheld on to the Senate by a single vote.

Examining Why did Hoover opposedeficit spending?

Pumping Money Into the EconomyHoover soon turned his attention to the problem

of money. There was very little in the economy nowthat so many banks had collapsed. The government,he believed, had to make sure that banks could makeloans to corporations so they could expand produc-tion and rehire workers.

GOVERNMENT

Trying to Rescue the Banks The president askedthe Federal Reserve Board to put more currency intocirculation, but the Board refused. In an attempt toease the money shortage, Hoover set up the NationalCredit Corporation (NCC) in October 1931. The NCCcreated a pool of money to enable troubled banks tocontinue lending money in their communities.Hoover then persuaded a number of New Yorkbankers to contribute to the NCC. Their contribu-tions, however, did not meet the nation’s needs.

By 1932 Hoover concluded that the only way toprovide funding for borrowers was for the govern-ment to do the lending. He requested that Congressset up the Reconstruction Finance Corporation(RFC) to make loans to banks, railroads, and agricul-tural institutions. By early 1932, the RFC had lentabout $238 million to approximately 160 banks, 60 railroads, and 18 building-and-loan organizations.The RFC was overly cautious, however. It failed toincrease its loans in sufficient amounts to meet theneed, and the economy continued its decline.

Direct Help for Citizens From the start, Hooverstrongly opposed the federal government’s participa-tion in relief—money that went directly to impover-ished families. He believed that only state and citygovernments should dole out relief. By the spring of1932, however, they were running out of money.

In 1932 political support was building for a reliefmeasure, and Congress passed the Emergency Reliefand Construction Act. Although reluctant, Hooversigned the bill on July 21. The new act called for $1.5billion for public works and $300 million in loans tothe states for direct relief. By this time, however, thenew program could not reverse the acceleratingcollapse.

Summarizing Why did Hooveroppose the federal government’s participation in relief programs?

In an Angry MoodIn the months after the Wall Street crash, Americans

had seemed resigned to bad economic news. By 1931,however, they were growing increasingly discon-tented, and open acts of revolt began to occur.

Hunger Marches In January 1931, around 500men and women in Oklahoma City, shoutingangrily about hunger and joblessness, broke into agrocery store and looted it. Crowds began showing

Reading Check

Reading Check

White Angel Breadline In 1932 a wealthy woman nicknamed the“White Angel” set up a breadline in San Francisco. Dorothea Lange cap-tured the hopelessness of the Depression in this famous photograph ofthe breadline.

Poverty and Plenty Spattered with milk, dairy farmers are shown here destroying their product ina vain effort to drive up prices. For the hungry and unemployed, like the families at left, the farmers’actions were unthinkable. Why did the farmers think their actions would drive up prices?

History

CHAPTER 22 The Great Depression Begins 671

up at rallies and “hunger marches” held by theAmerican Communist Party, which was eager totake advantage of national problems to change theAmerican form of government. On December 5,1932, a freezing day in the nation’s capital, around1,200 hunger marchers assembled and chanted,“Feed the hungry, tax the rich.” Police herded theminto a blocked-off area, where they had to spend thenight sleeping on the sidewalk or in trucks. Thepolice denied them food, water, and medical treat-ment until some members of Congress insisted onthe marchers’ right to petition their government.They were then released and permitted to march toCapitol Hill.

Farmers Revolt In the summer of 1932, farmers alsotook matters into their own hands. Beginning in theboom days of World War I, many farmers had heavily mortgaged their land to pay for seed, feed, andequipment. After the war, prices sank so low that farm-ers could not even earn back their costs, let alone makea profit. Between 1930 and 1934 creditors foreclosed onnearly one million farms, taking possession of themand evicting the families.

Some farmers began destroying their crops in adesperate attempt to raise crop prices by reducingthe supply. In Nebraska grain growers burned corn

to heat their homes in the winter. In Iowa food grow-ers forcibly prevented the delivery of vegetables todistributors. Georgia dairy farmers blocked high-ways and stopped milk trucks, emptying the milkcans into ditches.

The Bonus Marchers In appreciation of the WorldWar I service of American soldiers and sailors,Congress in 1924 had enacted a $1,000 bonus for eachveteran, to be distributed in 1945. The economic crisis,however, made the wait more difficult. In 1931 Texascongressman Wright Patman introduced a bill in theHouse of Representatives that authorized early pay-ment of the veterans’ bonuses. The bill later passedthe House and moved to the Senate for debate.

In May 1932 several hundred Portland, Oregon,veterans set off on a month-long march toWashington to lobby Congress to pass the legislation.As they moved east, other veterans joined them untilthey numbered about 1,000. Wearing ragged militaryuniforms, they trudged along the highways or rodethe rails, singing old war songs and reminiscing aboutarmy days. The press termed the marchers the“Bonus Army.”

Once in Washington, the marchers camped inHoovervilles. As weeks went by, additional veter-ans joined them, until the Bonus Army swelled to

15,000. President Hoover acknowledged the veter-ans’ petition rights but refused to meet with them.

When the Senate voted the new bonus bill down,veterans waiting outside the Capitol began to grumble,until one of their leaders started them singing“America.” Gradually their anger cooled, and manyreturned home. A significant number of the marchers,however, stayed on since they had no job prospects.Some moved from the camps to unoccupied buildingsdowntown.

In late July, Hoover ordered the buildings cleared.The police made the first try, but one of them pan-icked and fired into a crowd, killing two veterans.The Washington, D.C., government then called in thearmy. Army chief of staff Douglas MacArthur

ignored Hoover’s orders to clear thebuildings but to leave the camps alone.He sent cavalry, infantry, and tanks toclear the veterans from the city.

A Federal Trade Commission mem-ber, A. Everette McIntyre, watched asthe infantry “fixed their bayonets andalso fixed their gas masks over theirfaces. At orders they brought their bay-onets at thrust and moved in. The bay-onets were used to jab people to makethem move.” Soon unarmed veteranswere on the run with 700 soldiers attheir heels. The soldiers tear-gassedstragglers and burned the shacks. Teargas killed a baby boy.

The nationwide press coverage andnewsreel images of veterans underassault by troops presented an uglypicture to the public. The routing of

the veterans hounded the president throughout his1932 re-election campaign.

Hoover failed to resolve the crisis of theDepression, but he did more to expand the economicrole of the federal government than any previouspresident. The Reconstruction Finance Corporationmarked the first time the federal government hadestablished a federal agency to stimulate the econ-omy during peacetime. It was the image of the routedBonus Marchers and the lingering Depression, how-ever, that shaped the public’s perception of PresidentHoover.

Evaluating How did Americansreact as the Depression continued?

Reading Check

Writing About History

Checking for Understanding1. Define: public works, relief, foreclose.2. Identify: Reconstruction Finance

Corporation, Bonus Army.3. Summarize three major initiatives

taken by Hoover to improve the economy and the results of each.

Reviewing Themes4. Groups and Institutions What did

business leaders promise Hoover theywould do to help the economy? Didthey keep their promises?

Critical Thinking5. Interpreting How did President

Hoover’s philosophy of governmentguide his response to the Depression?

6. Organizing Use a graphic organizersimilar to the one below to listAmerican reactions to the Depression.

Analyzing Visuals7. Picturing History Study the photo-

graphs on page 671. The farmersshown would rather dump their milkthan sell it. What did they hope toachieve by their actions?

8. Persuasive Writing Imagine that youare a veteran of World War I. Write aletter to members of Congress explain-ing your circumstances and askingthem to give you your bonus early.

AmericanReactions

672 CHAPTER 22 The Great Depression Begins

Clearing Out the Bonus Marchers Fierce battles resulted when President Hoover ordered theWashington, D.C., police to evict the Bonus Army from public buildings and land they had been occupying. How did the public feel when they saw or heard about this event?

History

673

Technology

Why Learn This Skill?Do you have a collection of sports cards, CDs,

or DVDs? Have you ever kept a list of the names,addresses, and phone numbers of friends and rel-atives? If you have collected information andkept it in a list or file, then you have created adatabase.

Learning the Skill An electronic database is a collection of facts that

are stored in a file on a computer. The informationis organized in fields.

A database can be organized and reorganized inany way that is useful to you. By using a databasemanagement system (DBMS)—special softwaredeveloped for record keeping—you can easily add,delete, change, or update information. You givecommands to the computer that tell it what to dowith the information, and it follows these com-mands. When you want to retrieve information, thecomputer searches through the file, finds the infor-mation, and displays it on the screen.

Practicing the SkillThe Great Depression is a well-known period in

American history. Follow these steps to build adatabase containing the events that led to the GreatDepression and its effects on the country.

1 Determine what facts you want to include inyour database.

2 Follow instructions to set up fields in the DBMSthat you are using. Then enter each item of datain its assigned field.

3 Determine how you want to organize the factsin the database—chronologically by the date ofthe event, or alphabetically by the name of theevent.

4 Follow the instructions in your computer pro-gram to place the information in the order youselected.

Skills AssessmentComplete the Practicing Skills questions on

page 675 and the Chapter 22 Skill ReinforcementActivity to assess your mastery of this skill.

Building a Database

Applying the SkillBuilding a Database Bring current newspapers ornews magazines to class. Using the steps just described,build a database of current political events in theUnited States. Include a brief explanation of why thedatabase is organized the way it is and how it might beused in class.

Glencoe’s Skillbuilder Interactive WorkbookCD-ROM, Level 2, provides instruction andpractice in key social studies skills.

Reviewing Key Facts16. Identify: Black Tuesday, Hawley-Smoot Tariff, Walt Disney,

Grant Wood, John Steinbeck, Reconstruction FinanceCorporation, Bonus Army.

17. What was the character of the stock market in the late 1920s,and what caused it to crash?

18. How did artists and writers capture the effects of the GreatDepression?

19. Why did “Okies” migrate to California during the GreatDepression, and what happened to them once they gotthere?

20. What three major initiatives did President Hoover take to tryto help the economy of the United States?

21. What did World War I veterans do to try to get their servicebonuses early?

Critical Thinking22. Analyzing Themes: Culture and Traditions Many people

in the United States were impoverished during theDepression, yet 60 to 90 million weekly viewers paid to see movies. Why do you think movies were so popular?

23. Evaluating Do you think President Hoover could have donemore to end the Great Depression? Why or why not?

24. Identifying What approaches were used in literature andphotography to highlight social problems during theDepression?

25. Categorizing Use a graphic organizer similar to the onebelow to list the causes and effects of the Great Depression.

26. Interpreting Primary Sources E.Y. Harburg lived during theGreat Depression. After he lost his business, he became apoet and lyricist. He wrote the lyrics to one of the mostfamous songs of the time, “Brother, Can You Spare a Dime?”Read an excerpt of the lyrics to this song and answer thequestions that follow.

“They used to tell me I was building a dreamWith peace and glory ahead—Why should I be standing on lineJust waiting for bread?

1. stock market

2. bull market

3. margin

4. margin call

5. speculation

6. installment

7. bailiff

8. shantytown

9. Hooverville

10. hobo

11. Dust Bowl

12. soap opera

13. public works

14. relief

15. foreclose

Reviewing Key TermsOn a sheet of paper, use each of these terms in a sentence.

Causes Effects

• Bull market encouraged widespread speculation.• Many investors bought stocks on margin.• Sharp drop in market prices left investors in debt.• Bank closings left many in debt.

Stock Market Helps Trigger Depression

Low Sales

Lower Sales

Job LayoffsLess Income

Fewer Purchases

More Job Layoffs

Downward Momentum of the Great Depression

• Overproduction and low interest rates• Uneven distribution of income, which led to low demand• Depressed farm sector• Weak international market with high tariffs

Underlying Causes of Great Depression

674 CHAPTER 22 The Great Depression Begins

Once I built a railroad, made it run,Made it run against time. Once I built a railroad,Now it’s done—Brother, can you spare a dime?

Once I built a tower to the sun.Brick and rivet and lime,Once I built a tower,Now it’s done—Brother, can you spare a dime?”a. How was the narrator’s life different before the Great

Depression than it was during it?

b. During the 1932 presidential campaign, the Republicanstried to discourage the radio networks from playing thissong. Why do you think they did that?

Practicing Skills 27. Building a Database Use the business section of your local

newspaper to prepare a database that lists the prices of threedifferent stocks for one week. Use the following informationin your database:

• Stock symbol

• Date

• Stock price at the end of each day (closing price)

Be sure to follow these steps to build your database:

a. Follow instructions in the DBMS that you are using. Thenenter each item in its assigned field.

b. Determine how you want to organize the information inthe database.

c. Place the information in the order you choose (by date,alphabetically by symbol, by price, etc.).

d. Check the accuracy of the information. Make necessarychanges.

Writing Activity28. Creating a Dictionary Create a dictionary of words and

phrases that grew out of the Great Depression. If possible,include pictures or photographs that illustrate the entries.

Chapter Activity29. Creating Presentations Analyze the statistical information

you gathered in building the computer database in

question 27. Write a short report describing the progress ofthe stocks you followed. Create a chart and a graph as avisual aid to present your findings to the class.

Economics and History30. The graph above shows changes in crop prices from

1910 to 1935. Study the graph and answer the questionsbelow. a. Interpreting Graphs What trend does this graph show

about wheat and corn prices in the 1930s?

b. Analyzing Between which 10-year span did the greatestincrease and decrease in farm prices occur?

Self-Check QuizVisit the American Vision Web site at tav.glencoe.comand click on Self-Check Quizzes—Chapter 22 toassess your knowledge of chapter content.

HISTORY

StandardizedTest Practice

Directions: Choose the phrase that bestcompletes the following sentence.

A major reason for the collapse of the American economyafter 1929 was

A high interest rates.B decreased farm production.C low tariffs at home and abroad.D overproduction of consumer goods.

Test-Taking Tip: If you are not sure of the answer, use theprocess of elimination. For example, farmers were not pros-perous in the 1920s because their huge crops forced downagricultural prices. Therefore, answer B is incorrect.

Price

of C

rops

1910 1915 1920 1925 1930 1935

$0.20

$0.60

$1.00

$1.40

$1.80

$2.20

$2.60

Year

Crop Prices, 1910–1935

Source: Historical Statistics of the United States: Colonial Times to 1970.

Wheat (price per bushel)Corn (price per bushel)Cotton (price per pound)

CHAPTER 22 The Great Depression Begins 675

http://tav.glencoe.com

The American VisionTable of ContentsPreviewing Your TextbookScavenger HuntReading for InformationHow Do I Study History?Reading Skills HandbookIdentifying Words and Building vocabularyReading for a ReasonUnderstanding What You ReadThinking About Your ReadingUnderstanding Text StructureReading for Research

National Geographic Reference AtlasUnited States PoliticalUnited States PhysicalUnited States 2000 Congressional ReapportionmentUnited States Territorial GrowthMiddle America Physical/PoliticalCanada Physical/PoliticalMiddle East Physical/PoliticalWorld Political

United States FactsNational Geographic Geography HandbookIntroductionGlobes and MapsUsing MapsThe Elements of GeographyGeographic Dictionary

Unit 1: Three Worlds Meet, Beginnings to 1763Chapter 1: Converging Cultures, Prehistory to 1520Section 1: The Migration to AmericaSection 2: Native American CulturesSection 3: African CulturesSection 4: European CulturesSection 5: Europe Encounters AmericaChapter 1 Assessment and Activities

Chapter 2: Colonizing America, 1519–1733Section 1: The Spanish and French Build EmpiresSection 2: English Colonies in AmericaSection 3: New EnglandSection 4: The Middle and Southern ColoniesChapter 2 Assessment and Activities

Chapter 3: Colonial Ways of Life, 1607–1763Section 1: The Southern ColoniesSection 2: New England and the Middle ColoniesSection 3: The Imperial SystemSection 4: A Diverse SocietyChapter 3 Assessment and Activities

Unit 2: Creating a Nation, 1754–1816Chapter 4: The American Revolution, 1754–1783Section 1: The Colonies Fight for Their RightsSection 2: The Revolution BeginsThe Declaration of IndependenceSection 3: The War for IndependenceSection 4: The War Changes American SocietyChapter 4 Assessment and Activities

Chapter 5: Creating a Constitution, 1781–1789Section 1: The ConfederationSection 2: A New ConstitutionSection 3: RatificationChapter 5 Assessment and Activities

The Constitution HandbookThe Constitution of the United StatesChapter 6: Federalists and Republicans, 1789–1816Section 1: Washington and CongressSection 2: Partisan PoliticsSection 3: Jefferson in OfficeSection 4: The War of 1812Chapter 6 Assessment and Activities

Unit 3: The Young Republic, 1789–1850Chapter 7: Growth and Division, 1816–1832Section 1: American NationalismSection 2: Early IndustrySection 3: The Land of CottonSection 4: Growing SectionalismChapter 7 Assessment and Activities

Chapter 8: The Spirit of Reform, 1828–1845Section 1: Jacksonian AmericaSection 2: A Changing CultureSection 3: Reforming SocietySection 4: The Abolitionist MovementChapter 8 Assessment and Activities

Chapter 9: Manifest Destiny, 1835–1848Section 1: The Western PioneersSection 2: Independence for TexasSection 3: The War With MexicoChapter 9 Assessment and Activities

Unit 4: The Crisis of Union, 1848–1877Chapter 10: Sectional Conflict Intensifies, 1848–1860Section 1: Slavery and Western ExpansionSection 2: Mounting ViolenceSection 3: The Crisis DeepensSection 4: The Union DissolvesChapter 10 Assessment and Activities

Chapter 11: The Civil War, 1861–1865Section 1: The Opposing SidesSection 2: The Early StagesSection 3: Life During the WarSection 4: The Turning PointSection 5: The War EndsChapter 11 Assessment and Activities

Chapter 12: Reconstruction, 1865–1877Section 1: Reconstruction PlansSection 2: Congressional ReconstructionSection 3: Republican RuleSection 4: Reconstruction CollapsesChapter 12 Assessment and Activities

Unit 5: The Birth of Modern America, 1865–1900Chapter 13: Settling the West, 1865–1900Section 1: Miners and RanchersSection 2: Farming the PlainsSection 3: Native AmericansChapter 13 Assessment and Activities

Chapter 14: Industrialization, 1865–1901Section 1: The Rise of IndustrySection 2: The RailroadsSection 3: Big BusinessSection 4: UnionsChapter 14 Assessment and Activities

Chapter 15: Urban America, 1865–1896Section 1: ImmigrationSection 2: UrbanizationSection 3: The Gilded AgeSection 4: The Rebirth of ReformChapter 15 Assessment and Activities

Chapter 16: Politics and Reform, 1877–1896Section 1: Stalemate in WashingtonSection 2: PopulismSection 3: The Rise of SegregationChapter 16 Assessment and Activities

Unit 6: Imperialism and Progressivism, 1890–1919Chapter 17: Becoming a World Power, 1872–1912Section 1: The Imperialist VisionSection 2: The Spanish-American WarSection 3: New American DiplomacyChapter 17 Assessment and Activities

Chapter 18: The Progressive Movement, 1890–1919Section 1: The Roots of ProgressivismSection 2: Roosevelt in OfficeSection 3: The Taft AdministrationSection 4: The Wilson YearsChapter 18 Assessment and Activities

Chapter 19: World War I and Its Aftermath, 1914–1920Section 1: The United States Enters World War ISection 2: The Home FrontSection 3: A Bloody ConflictSection 4: The War's ImpactChapter 19 Assessment and Activities

Unit 7: Boom and Bust, 1920–1941Chapter 20: The Jazz Age, 1921–1929Section 1: A Clash of ValuesSection 2: Cultural InnovationsSection 3: African American CultureChapter 20 Assessment and Activities

Chapter 21: Normalcy and Good Times, 1921–1929Section 1: Presidential PoliticsSection 2: A Growing EconomySection 3: The Policies of ProsperityChapter 21 Assessment and Activities

Chapter 22: The Great Depression Begins, 1929–1932Section 1: Causes of the DepressionSection 2: Life During the DepressionSection 3: Hoover RespondsChapter 22 Assessment and Activities

Chapter 23: Roosevelt and the New Deal, 1933–1939Section 1: Roosevelt Takes OfficeSection 2: The First New DealSection 3: The Second New DealSection 4: The New Deal CoalitionChapter 23 Assessment and Activities

Unit 8: Global Struggles, 1931–1960Chapter 24: A World in Flames, 1931–1941Section 1: America and the WorldSection 2: World War II BeginsSection 3: The HolocaustSection 4: America Enters the WarChapter 24 Assessment and Activities

Chapter 25: America and World War II, 1941–1945Section 1: Mobilizing for WarSection 2: The Early BattlesSection 3: Life on the Home FrontSection 4: Pushing the Axis BackSection 5: The War EndsChapter 25 Assessment and Activities

Chapter 26: The Cold War Begins, 1945–1960Section 1: Origins of the Cold WarSection 2: The Early Cold War YearsSection 3: The Cold War and American SocietySection 4: Eisenhower's PoliciesChapter 26 Assessment and Activities

Chapter 27: Postwar America, 1945–1960Section 1: Truman and EisenhowerSection 2: The Affluent SocietySection 3: Popular Culture of the 1950sSection 4: The Other Side of American LifeChapter 27 Assessment and Activities

Unit 9: A Time of Upheaval, 1954–1980Chapter 28: The New Frontier and the Great Society, 1961–1968Section 1: The New FrontierSection 2: JFK and the Cold WarSection 3: The Great SocietyChapter 28 Assessment and Activities

Chapter 29: The Civil Rights Movement, 1954–1968Section 1: The Movement BeginsSection 2: Challenging SegregationSection 3: New IssuesChapter 29 Assessment and Activities

Chapter 30: The Vietnam War, 1954–1975Section 1: The United States Focuses on VietnamSection 2: Going to War in VietnamSection 3: Vietnam Divides the NationSection 4: The War Winds DownChapter 30 Assessment and Activities

Chapter 31: The Politics of Protest, 1960–1980Section 1: The Student Movement and the CountercultureSection 2: The Feminist MovementSection 3: New Approaches to Civil RightsSection 4: Saving the EarthChapter 31 Assessment and Activities

Unit 10: A Changing Society, 1968–PresentChapter 32: Politics and Economics, 1971–1980Section 1: The Nixon AdministrationSection 2: The Watergate ScandalSection 3: Ford and CarterSection 4: The "Me" Decade: Life in the 1970sChapter 32 Assessment and Activities

Chapter 33: Resurgence of Conservatism, 1980–1992Section 1: The New ConservatismSection 2: The Reagan YearsSection 3: Life in the 1980sSection 4: The End of the Cold WarChapter 33 Assessment and Activities

Chapter 34: Into a New Century, 1992–presentSection 1: The Technological RevolutionSection 2: The Clinton YearsSection 3: An Interdependent WorldSection 4: America Enters a New CenturySection 5: The War on TerrorismChapter 34 Assessment and Activities

AppendixPresidents of the United StatesPrimary Sources LibraryDocuments of American HistorySupreme Court Case SummariesFlag EtiquetteGlossarySpanish GlossaryIndexAcknowledgments and Photo Credits

Feature ContentsPrimary Sources LibraryDocuments of American HistoryAmerican LiteratureWhat If…Technology & HistoryLinking Past & PresentDifferent ViewpointsNational Geographic Geography & HistoryNational Geographic Moment in HistoryWorld History ConnectionWorld Geography ConnectionProfiles in HistorySkillBuilderSocial StudiesCritical ThinkingStudy & WritingTechnology

Why It MattersWhat Life Was Like…You're the HistorianTIME NotebookFact Fiction FolkloreCauses and EffectsPrimary Source QuotesNational Geographic MapsCharts & Graphs

Student WorkbooksActive Reading Note-Taking Guide - Student EditionChapter 1: Converging Cultures, Prehistory to 1520Section 1: The Migration to AmericaSection 2: Native American CulturesSection 3: African CulturesSection 4: European CulturesSection 5: Europe Encounters America

Chapter 2: Colonizing America, 1519–1733Section 1: The Spanish and French Build EmpiresSection 2: English Colonies in AmericaSection 3: New EnglandSection 4: The Middle and Southern Colonies

Chapter 3: Colonial Ways of Life, 1607–1763Section 1: The Southern ColoniesSection 2: New England and the Middle ColoniesSection 3: The Imperial SystemSection 4: A Diverse Society

Chapter 4: The American Revolution, 1754–1783Section 1: The Colonies Fight for Their RightsSection 2: The Revolution BeginsSection 3: The War for IndependenceSection 4: The War Changes American Society

Chapter 5: Creating a Constitution, 1781–1789Section 1: The ConfederationSection 2: A New ConstitutionSection 3: Ratification

Chapter 6: Federalists and Republicans, 1789–1816Section 1: Washington and CongressSection 2: Partisan PoliticsSection 3: Jefferson in OfficeSection 4: The War of 1812

Chapter 7: Growth and Division, 1816–1832Section 1: American NationalismSection 2: Early IndustrySection 3: The Land of CottonSection 4: Growing Sectionalism

Chapter 8: The Spirit of Reform, 1828–1845Section 1: Jacksonian AmericaSection 2: A Changing CultureSection 3: Reforming SocietySection 4: The Abolitionist Movement

Chapter 9: Manifest Destiny, 1835–1848Section 1: The Western PioneersSection 2: Independence for TexasSection 3: The War With Mexico

Chapter 10: Sectional Conflict Intensifies, 1848–1860Section 1: Slavery and Western ExpansionSection 2: Mounting ViolenceSection 3: The Crisis DeepensSection 4: The Union Dissolves

Chapter 11: The Civil War, 1861–1865Section 1: The Opposing SidesSection 2: The Early StagesSection 3: Life During the WarSection 4: The Turning PointSection 5: The War Ends

Chapter 12: Reconstruction, 1865–1877Section 1: Reconstruction PlansSection 2: Congressional ReconstructionSection 3: Republican RuleSection 4: Reconstruction Collapses

Chapter 13: Settling the West, 1865–1900Section 1: Miners and RanchersSection 2: Farming the PlainsSection 3: Native Americans

Chapter 14: Industrialization, 1865–1901Section 1: The Rise of IndustrySection 2: The RailroadsSection 3: Big BusinessSection 4: Unions

Chapter 15: Urban America, 1865–1896Section 1: ImmigrationSection 2: UrbanizationSection 3: The Gilded AgeSection 4: The Rebirth of Reform

Chapter 16: Politics and Reform, 1877–1896Section 1: Stalemate in WashingtonSection 2: PopulismSection 3: The Rise of Segregation

Chapter 17: Becoming a World Power, 1872–1912Section 1: The Imperialist VisionSection 2: The Spanish-American WarSection 3: New American Diplomacy

Chapter 18: The Progressive Movement, 1890–1919Section 1: The Roots of ProgressivismSection 2: Roosevelt in OfficeSection 3: The Taft AdministrationSection 4: The Wilson Years

Chapter 19: World War I and Its Aftermath, 1914–1920Section 1: The United States Enters World War ISection 2: The Home FrontSection 3: A Bloody ConflictSection 4: The War's Impact

Chapter 20: The Jazz Age, 1921–1929Section 1: A Clash of ValuesSection 2: Cultural InnovationsSection 3: African American Culture

Chapter 21: Normalcy and Good Times, 1921–1929Section 1: Presidential PoliticsSection 2: A Growing EconomySection 3: The Policies of Prosperity

Chapter 22: The Great Depression Begins, 1929–1932Section 1: Causes of the DepressionSection 2: Life During the DepressionSection 3: Hoover Responds

Chapter 23: Roosevelt and the New Deal, 1933–1939Section 1: Roosevelt Takes OfficeSection 2: The First New DealSection 3: The Second New DealSection 4: The New Deal Coalition

Chapter 24: A World in Flames, 1931–1941Section 1: America and the WorldSection 2: World War II BeginsSection 3: The HolocaustSection 4: America Enters the War

Chapter 25: America and World War II, 1941–1945Section 1: Mobilizing for WarSection 2: The Early BattlesSection 3: Life on the Home FrontSection 4: Pushing the Axis BackSection 5: The War Ends

Chapter 26: The Cold War Begins, 1945–1960Section 1: Origins of the Cold WarSection 2: The Early Cold War YearsSection 3: The Cold War and American SocietySection 4: Eisenhower's Policies

Chapter 27: Postwar America, 1945–1960Section 1: Truman and EisenhowerSection 2: The Affluent SocietySection 3: Popular Culture of the 1950sSection 4: The Other Side of American Life

Chapter 28: The New Frontier and the Great Society, 1961–1968Section 1: The New FrontierSection 2: JFK and the Cold WarSection 3: The Great Society

Chapter 29: The Civil Rights Movement, 1954–1968Section 1: The Movement BeginsSection 2: Challenging SegregationSection 3: New Issues

Chapter 30: The Vietnam War, 1954–1975Section 1: The United States Focuses on VietnamSection 2: Going to War in VietnamSection 3: Vietnam Divides the NationSection 4: The War Winds Down

Chapter 31: The Politics of Protest, 1960–1980Section 1: The Student Movement and the CountercultureSection 2: The Feminist MovementSection 3: New Approaches to Civil RightsSection 4: Saving the Earth

Chapter 32: Politics and Economics, 1971–1980Section 1: The Nixon AdministrationSection 2: The Watergate ScandalSection 3: Ford and CarterSection 4: The "Me" Decade: Life in the 1970s

Chapter 33: Resurgence of Conservatism, 1980–1992Section 1: The New ConservatismSection 2: The Reagan YearsSection 3: Life in the 1980sSection 4: The End of the Cold War

Chapter 34: Into a New Century, 1992–presentSection 1: The Technological RevolutionSection 2: The Clinton YearsSection 3: An Interdependent WorldSection 4: America Enters a New CenturySection 5: The War on Terrorism

Haitian Creole SummariesChapit 1: Rankont Kilti yo, Preyistwa jouk 1520Chapit 2: Kolonizasyon Amerik, 1519–1733Chapit 3: Mòdvi Kolonyal, 1607–1763Chapit 4: Revolisyon Ameriken, 1754–1783Chapit 5: Kreyasyon yon Konstitisyon, 1781–1789Chapit 6: Federalis ak Repibliken, 1789–1816Chapit 7: Ekspansyon ak DivizyonChapit 8: Lespri Refòm nan, 1828–1845Chapit 9: Destine Manifès, 1835–1848Chapit 10: Konfli Gwoup yo Ogmante, 1848–1860Chapit 11: Lagè Sivil, 1861–1865Chapit 12: Rekonstriksyon, 1865–1877Chapit 13: Kolonizasyon Lwès, 1865–1900Chapit 14: Endistriyalizasyon, 1865–1901Chapit 15: Mòdvi nan Vil Ameriken yo, 1865–1896Chapit 16: Politik ak Refòm, 1877–1896Chapit 17: Peyi a Vin yon Puisans Mondyal, 1872–1912Chapit 18: Mouvman Pwogresif, 1890–1919Chapit 19: Premye Gè Mondyal ak Konsekans li yo, 1914–1920Chapit 20: Epòk Djaz, 1921–1929Chapit 21: Nòmalite ak Pwosperite, 1921–1929Chapit 22: Lagrann Depresyon Koumanse, 1929–1932Chapit 23: Roosevelt an Nyoudil, 1933–1939Chapit 24: Yon Monn Vyolan, 1931–1941Chapit 25: Amerik ak Dezyèm Gè Mondyal, 1941–1945Chapit 26: Gèfwad Koumanse, 1945–1960Chapit 27: Amerik Apre Lagè, 1945–1960Chapit 28: Fwontyè ak Gran Sosyete, 1961–1968Chapit 29: Mouvman pou Dwa Sivil yo, 1954–1968Chapit 30: Lagè Vyetnam, 1954–1975Chapit 31: Politik Pwotestasyon, 1960–1980Chapit 32: Politik ak Ekonomi, 1971–1980Chapit 33: Remonte Konsèvatis, 1980–1992Chapit 34: Nan yon Nouvo Syèk, 1992–Jouk Kounye a

Reading Essentials and Study Guide - Student EditionChapter 1: Converging Cultures, Prehistory to 1520Section 1: The Migration to AmericaSection 2: Native American CulturesSection 3: African CulturesSection 4: European CulturesSection 5: Europe Encounters America

Chapter 2: Colonizing America, 1519–1733Section 1: The Spanish and French Build EmpiresSection 2: English Colonies in AmericaSection 3: New EnglandSection 4: The Middle and Southern Colonies

Chapter 3: Colonial Ways of Life, 1607–1763Section 1: The Southern ColoniesSection 2: New England and the Middle ColoniesSection 3: The Imperial SystemSection 4: A Diverse Society

Chapter 4: The American Revolution, 1754–1783Section 1: The Colonies Fight for Their RightsSection 2: The Revolution BeginsSection 3: The War for IndependenceSection 4: The War Changes American Society

Chapter 5: Creating a Constitution, 1781–1789Section 1: The ConfederationSection 2: A New ConstitutionSection 3: Ratification

Chapter 6: Federalists and Republicans, 1789–1816Section 1: Washington and CongressSection 2: Partisan PoliticsSection 3: Jefferson in OfficeSection 4: The War of 1812

Chapter 7: Growth and Division, 1816–1832Section 1: American NationalismSection 2: Early IndustrySection 3: The Land of CottonSection 4: Growing Sectionalism

Chapter 8: The Spirit of Reform, 1828–1845Section 1: Jacksonian AmericaSection 2: A Changing CultureSection 3: Reforming SocietySection 4: The Abolitionist Movement

Chapter 9: Manifest Destiny, 1835–1848Section 1: The Western PioneersSection 2: Independence for TexasSection 3: The War With Mexico

Chapter 10: Sectional Conflict Intensifies, 1848–1860Section 1: Slavery and Western ExpansionSection 2: Mounting ViolenceSection 3: The Crisis DeepensSection 4: The Union Dissolves

Chapter 11: The Civil War, 1861–1865Section 1: The Opposing SidesSection 2: The Early StagesSection 3: Life During the WarSection 4: The Turning PointSection 5: The War Ends

Chapter 12: Reconstruction, 1865–1877Section 1: Reconstruction PlansSection 2: Congressional ReconstructionSection 3: Republican RuleSection 4: Reconstruction Collapses

Chapter 13: Settling the West, 1865–1900Section 1: Miners and RanchersSection 2: Farming the PlainsSection 3: Native Americans

Chapter 14: Industrialization, 1865–1901Section 1: The Rise of IndustrySection 2: The RailroadsSection 3: Big BusinessSection 4: Unions

Chapter 15: Urban America, 1865–1896Section 1: ImmigrationSection 2: UrbanizationSection 3: The Gilded AgeSection 4: The Rebirth of Reform

Chapter 16: Politics and Reform, 1877–1896Section 1: Stalemate in WashingtonSection 2: PopulismSection 3: The Rise of Segregation

Chapter 17: Becoming a World Power, 1872–1912Section 1: The Imperialist VisionSection 2: The Spanish-American WarSection 3: New American Diplomacy

Chapter 18: The Progressive Movement, 1890–1919Section 1: The Roots of ProgressivismSection 2: Roosevelt in OfficeSection 3: The Taft AdministrationSection 4: The Wilson Years

Chapter 19: World War I and Its Aftermath, 1914–1920Section 1: The United States Enters World War ISection 2: The Home FrontSection 3: A Bloody ConflictSection 4: The War's Impact

Chapter 20: The Jazz Age, 1921–1929Section 1: A Clash of ValuesSection 2: Cultural InnovationsSection 3: African American Culture

Chapter 21: Normalcy and Good Times, 1921–1929Section 1: Presidential PoliticsSection 2: A Growing EconomySection 3: The Policies of Prosperity

Chapter 22: The Great Depression Begins, 1929–1932Section 1: Causes of the DepressionSection 2: Life During the DepressionSection 3: Hoover Responds

Chapter 23: Roosevelt and the New Deal, 1933–1939Section 1: Roosevelt Takes OfficeSection 2: The First New DealSection 3: The Second New DealSection 4: The New Deal Coalition

Chapter 24: A World in Flames, 1931–1941Section 1: America and the WorldSection 2: World War II BeginsSection 3: The HolocaustSection 4: America Enters the War

Chapter 25: America and World War II, 1941–1945Section 1: Mobilizing for WarSection 2: The Early BattlesSection 3: Life on the Home FrontSection 4: Pushing the Axis BackSection 5: The War Ends

Chapter 26: The Cold War Begins, 1945–1960Section 1: Origins of the Cold WarSection 2: The Early Cold War YearsSection 3: The Cold War and American SocietySection 4: Eisenhower's Policies

Chapter 27: Postwar America, 1945–1960Section 1: Truman and EisenhowerSection 2: The Affluent SocietySection 3: Popular Culture of the 1950sSection 4: The Other Side of American Life

Chapter 28: The New Frontier and the Great Society, 1961–1968Section 1: The New FrontierSection 2: JFK and the Cold WarSection 3: The Great Society

Chapter 29: The Civil Rights Movement, 1954–1968Section 1: The Movement BeginsSection 2: Challenging SegregationSection 3: New Issues

Chapter 30: The Vietnam War, 1954–1975Section 1: The United States Focuses on VietnamSection 2: Going to War in VietnamSection 3: Vietnam Divides the NationSection 4: The War Winds Down

Chapter 31: The Politics of Protest, 1960–1980Section 1: The Student Movement and the CountercultureSection 2: The Feminist MovementSection 3: New Approaches to Civil RightsSection 4: Saving the Earth

Chapter 32: Politics and Economics, 1971–1980Section 1: The Nixon AdministrationSection 2: The Watergate ScandalSection 3: Ford and CarterSection 4: The "Me" Decade: Life in the 1970s

Chapter 33: Resurgence of Conservatism, 1980–1992Section 1: The New ConservatismSection 2: The Reagan YearsSection 3: Life in the 1980sSection 4: The End of the Cold War

Chapter 34: Into a New Century, 1992–presentSection 1: The Technological RevolutionSection 2: The Clinton YearsSection 3: An Interdependent WorldSection 4: America Enters a New CenturySection 5: The War on Terrorism

Spanish Reading Essentials and Study Guide - Student EditionCapítulo 1: El encuentro de culturas, de la prehistoria a 1520Sección 1: La migración hacia AméricaSección 2: Culturas nativas de AméricaSección 3: Culturas africanasSección 4: Las culturas europeasSección 5: Europa encuentra América

Capítulo 2: La colonización de los Estados Unidos, 1519 a 1733Sección 1: Los imperios español y francésSección 2: Colonias inglesas en AméricaSección 3: Nueva InglaterraSección 4: Las colonias del medio este y del sureste

Capítulo 3: La época colonial, 1607 a 1763Sección 1: La colonias d